The effects of accelerated math on student achievement in middle school
Author : Jerri S. Courville
Publisher :
Page : 84 pages
File Size : 46,93 MB
Release : 2005
Category : Academic achievement
ISBN :
Author : Jerri S. Courville
Publisher :
Page : 84 pages
File Size : 46,93 MB
Release : 2005
Category : Academic achievement
ISBN :
Author : Patty Lynn Johnson-Scott
Publisher :
Page : 190 pages
File Size : 33,11 MB
Release : 2006
Category : Academic achievement
ISBN :
Author : Michael P. Richter
Publisher :
Page : 84 pages
File Size : 11,6 MB
Release : 2006
Category : Mathematics
ISBN :
Author :
Publisher :
Page : pages
File Size : 50,70 MB
Release : 2005
Category :
ISBN :
The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.
Author : Robert Kaplinsky
Publisher : Taylor & Francis
Page : 193 pages
File Size : 50,98 MB
Release : 2023-10-10
Category : Education
ISBN : 1003839886
This book is an amazing resource for teachers who are struggling to help students develop both procedural fluency and conceptual understanding.. --Dr. Margaret (Peg) Smith, co-author of5 Practices for Orchestrating Productive Mathematical Discussions Robert Kaplinsky, the co-creator of Open Middle math problems, brings hisnew class of tasks designed to stimulate deeper thinking and lively discussion among middle and high school students in Open Middle Math: Problems That Unlock Student Thinking, Grades 6-12. The problems are characterized by a closed beginning,- meaning all students start with the same initial problem, and a closed end,- meaning there is only one correct or optimal answer. The key is that the middle is open- in the sense that there are multiple ways to approach and ultimately solve the problem. These tasks have proven enormously popular with teachers looking to assess and deepen student understanding, build student stamina, and energize their classrooms. Professional Learning Resource for Teachers: Open Middle Math is an indispensable resource for educators interested in teaching student-centered mathematics in middle and high schools consistent with the national and state standards. Sample Problems at Each Grade: The book demonstrates the Open Middle concept with sample problems ranging from dividing fractions at 6th grade to algebra, trigonometry, and calculus. Teaching Tips for Student-Centered Math Classrooms: Kaplinsky shares guidance on choosing problems, designing your own math problems, and teaching for multiple purposes, including formative assessment, identifying misconceptions, procedural fluency, and conceptual understanding. Adaptable and Accessible Math: The tasks can be solved using various strategies at different levels of sophistication, which means all students can access the problems and participate in the conversation. Open Middle Math will help math teachers transform the 6th -12th grade classroom into an environment focused on problem solving, student dialogue, and critical thinking.
Author : Carol Corbett Burris
Publisher :
Page : 470 pages
File Size : 34,16 MB
Release : 2003
Category : Educational acceleration
ISBN :
Author : Doretha Evonne Spencer
Publisher :
Page : 188 pages
File Size : 45,22 MB
Release : 2002
Category : Educational acceleration
ISBN :
Author : Kenyatta Gilmore
Publisher :
Page : 91 pages
File Size : 28,57 MB
Release : 2018
Category : Computer-assisted instruction
ISBN :
The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.
Author : Lesa Maria Covington Clarkson
Publisher :
Page : 390 pages
File Size : 19,26 MB
Release : 2001
Category : Academic achievement
ISBN :
Author : Sherri Evans
Publisher :
Page : 50 pages
File Size : 12,49 MB
Release : 2004
Category : Accelerated Schools Process
ISBN :